Activities
Activities for this unit are based around specific standards and eligible content for state assessments. The reasoning behind this is that they are to be fit seamlessly, as independently researched and developed, supplemental “inserts,” within the six units of the district’s selected curriculum (Open Court Reading). This will spread out the delivery of instruction in order to make observations of the students’ growth and development. The activities will set the groundwork for a strong framework of lessons, groupwork and family involvement meant to correlate directly with student growth.
Students and families reading and discussing (together) with specific assignments will generate a lasting educational experience which will hopefully lead to positive, lifelong reading.
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TEAMS meetings and in-person gatherings with instructor for homework and as a class book club.
A key component under the activities section is the book club. The reason being that the original question driving this curriculum unit is “how can the use of graphic narratives/novels enhance student learning and performance?” The answer to this inquiry must be data driven - qualitatively as well as quantitatively. In order to monitor progress throughout the implementation of the unit, formative assessments must be documented. Additionally, because the questioning of the impact of graphic narratives, either positive or negative, has been raised time and again, family involvement is requested. This endeavor is a true community-building experiment. Support from all stakeholders is imperative. In an effort to garner endearing core memories as well as meaningful educational experiences, families will meet at least twice a month to question, review, share and connect. We will go over explore graphic narratives and take a deep dive into meaning, relevance, connections, and academic aspects that are touched upon. Rigor, cultural relevance and the aspect of communal reading/learning is a primary component. Moreover, the use of the Socratic Method within the book club is a continuing factor from the classroom. Each section of the meeting has been set up to specifically implement this form of learning as a means of strengthening skills and deepening the instance of the students’ growth. The use of “Accountable Talk” (Isabel Beck and The University of Pittsburgh’s Institute for Learning) stems will be encouraged, also extending opportunities for academic growth. The accountable talk method will provide parents/families with a streamlined view of their child’s ability to think critically while demonstrating a measurable, mature and knowledgeable method of sharing and learning. Meetings will be framed with five segments geared toward the highest, most effective engagement of each student as well as their family members. The segments include:
- The Reading
- The Discussion
- The Academic Connection
- The Personal Connection
- Wonderings
In addition to the book club and as a contributing factor in the progress of the meetings, parents and students will take part in individual focus groups through which they will provide feedback on their experiences and any milestones or concerns they may have. The focus groups will occur monthly and are intended to be brief yet meaningful to the success of the book club and curriculum unit. Focus Group meetings are student/parent driven, as it is a means of examining overall success. Focus group meetings may be through MS TEAMS, Class Dojo or Talking Points which is Pittsburgh Public Schools’ means of family communication. Focus Group meetings (a requirement of the book club) may also be held in person. Below is a breakdown of each segment of the main book club’s meeting structure.
“The Graphic Narratives/Novels Student and Family Book Club”
The Reading
The Discussion
The Academic Connection
The Personal Connection
Wonderings
Planned portions of reading that target specific points such as inference, metaphor, plot development or other literary elements and devices. Students and families will be provided with the areas of focus ahead of time in order to read and prepare for the various sections of the club meeting. This allows for members to stay up to date even if they cannot attend.
Mostly a student driven component, members drive the conversation/debate of the reading and unpack material which leads to higher-level thinking and the creation of neuro pathways. The teacher can provide suggestions or topics of the discussion as a means of scaffolding student involvement. Parents/family members can choose to engage or observe as the children show multiple skills.
Each meeting will include a specific focus academically. All members will speak to that focus and note connections in the text. The intention is to create “a-ha” moments and hone skills referred to in standards and eligible content.
All members are welcome to share personal connections made with the readings of a particular meeting. Students will focus on text to text, text to self and text to world connections seen through their own personal lens.
This is the portion of the meeting to ask questions or simply share any “wonderings” after reading the required section or page.
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Group writing, illustrating and publishing
For this activity students will choose two partners (sets of three, no more than four and no less than a pair) to brainstorm, organize, draft, edit and publish a piece as a graphic narrative. Students will be responsible for the development of a fictional story, non-fiction content, biographical content or autobiographical content. They will connect their artifact with graphic narratives that we have studied in class as well as any that were not touched upon and may have been chosen for personal sustained silent reading. The groups will publish their work and present it to the class and peers throughout the building. The will finalize the project by creating a class anthology through which they can share their final works with each other and their family.
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Close Reading Activities
Frequent Close Reading lessons will take place throughout the unit. They will also occur as a part of the book club gatherings in order for families to take part in the process. Students will have opportunities to lead analyzation during these sessions by beginning with a question or observation from the reading. Notes and vocabulary will be recorded during the sessions as well.
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Dilworth Bestsellers List
The “Dilworth Bestsellers List” is intended to generate a celebration and acknowledgement of the achievement of the student groups and their writings. During scheduled “appearances,” the children will set up a table at the lunch, recess and bits of ELA class time of their peers. Students will be able to present their works to peers as one might at a book signing event. Classmates and peers will be able to ask questions for the authors to answer, as well as provide “reviews” that can then be posted around the building. Multiple grade levels will be invited to participate for exposure to the readings as well as an observation of the writing process. This particular activity will occur later in the school year as students take their knowledge, constructed from lessons in the curriculum unit, and apply it in a creative and communal manner.
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Touching on eligible content and standards
It is the intention of this curriculum unit to show growth and highlight the relevance of the graphic narrative genre in curricula as well as personal choice for reading practice. Therefore, each example will be connected to the Common Core State Standards of Pennsylvania as well as eligible content for the state assessment (PSSA). For continuity and connection to the district curriculum, activities will be interwoven through the 6 units delivered during the school year. Beginning in September, students will use graphic novel studies as a specific and intentional tool to show growth in a multitude of areas that are critical at this grade level. Comprehension, oral reading fluency, discussion techniques, analyzation of text, vocabulary and heightened interest in reading are key areas of development that this unit sets out to cover. The table below brings together the existing curriculum of the district (Open Court) as well as the standards addressed and eligible content for the state assessment. It touches on specific material to be taught, monitored for progress and assessed through formative, DIBELS and state assessments. The following standards are a sampling of what is included in the unit.
Unit and Lesson
Unit 1:
Lesson
1
Unit 2:
Lesson
1
Unit 3:
Lesson
1
District Curriculum Focus
Asking and answering questions
Narrative Nonfiction & listening/vocabulary
Clarifying Meaning
Standard
1.3-Reading Literature:
Students read and respond to works of literature-With emphasis on comprehension vocabulary acquisition and making connections among ideas and between texts with focus on textual evidence.
Grade 4 CC 1.3.4.B-Key Ideas and Details; Text Analysis
*Cite relevant details from text to support what the text says explicitly and make inferences.
1.3-Reading Literature:
Students read and respond to works of literature-With emphasis on comprehension vocabulary acquisition and making connections among ideas and between texts with focus on textual evidence.
1.4-Writing:
Students write for different purposes and audiences. Students write clear and focused texts to convey a well-defined perspective and appropriate content.
Grade 4 CC 1.3.4.G-Integration of knowledge and Ideas; Sources of Information
*Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Grade 4 CC 1.4.4.S-Responding to Literature
*Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
1.3-Reading Literature:
Students read and respond to works of literature-With emphasis on comprehension vocabulary acquisition and making connections among ideas and between texts with focus on textual evidence.
Grade 4 CC 1.5.4.A-Comprehnsion and Collaboration-Collaborative Discussion
*Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
1.5 Speaking and Listening:
Students present appropriately in formal speaking situations, listen critically and respond intelligently as individuals or in group discussions.
Eligible Content
(PA Dept. of Ed.)
A-K.1.1.1 A-K.1.1.2 A-K.1.1.3 Refer to details and examples in a text when explaining what the text explicitly says and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story, drama, or poem, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
B-K.1.1.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
B-C.3.1.1 B-C.3.1.2 B-C.3.1.3 Explain how an author uses reasons and evidence to support particular points in a text. Integrate information from two texts on the same topic in order to demonstrate subject knowledge. Interpret text features (e.g., headings, graphics, charts, timelines, diagrams) and/or make connections between text and the content of text features.
A-V.4.1.1 A-V.4.1.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase, including words or phrases that allude to significant characters found in literature (e.g., Herculean effort). b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of similes and metaphors in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their antonyms and synonyms.
Graphic Narrative/Novel
Guts & Smile
Human Body Theater & Yummy: A History of Desserts
El Deafo & Frizzy
Unit 1: Lesson 1 - Asking and answering questions
Unit 1: Lesson 2 - Connections/Summarizing
Unit 1: Lesson 3 – Predictions/Confirmation of Predictions
Unit 1: Lesson 4 – Summarizing cont.
Unit 1: Lesson 5 – Visualizing
Unit 1: Lesson 6 – Review
Unit 2: Lesson 1 – Narrative Nonfiction & listening/vocabulary
Unit 2: Lesson 2 – Summarizing
Unit 2: Lesson 3 – Asking/Answering
Unit 2: Lesson 4 – Predictions/Confirmation of Predictions
Unit 2: Lesson 5 – Summarizing
Unit 2: Lesson 6 – Review
Unit 3: Lesson 1 – Clarifying Meaning
Unit 3: Lesson 2 – Predictions/Confirming of Predictions
Unit 3: Lesson 3 – Connections/Visualizing
Unit 3: Lesson 4 – Asking and answering questions
Unit 3: Lesson 5 – Predicting/Confirming Predictions
Unit 3: Lesson 6 – Review
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